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a ws how the he overall ). r cafés at l, India. ernational Dennis r. dy of architectural work, in ollowing the publication of g book, does not appear to ild our homes, our towns and , Alexander's work has gained esented have begun to enter the ity theory, fractals and neural e cutting edge of science. The built environment and healthy er was pointing out are now y, we know that human brains understand and respond to r life and, particularly, to those nvironments. 74 Service Line Café 1 Round tables for 4 to 6, movable seats with backs. Café 2 Kitchen Café 3 Figure 5.15: Smaller scale cafeterias with a sense of community can help make lunchtime more comfortable and manageable Why a Pattern Language for Schools? Vista to nature and/or community We felt the need to develop a pattern language for schools for the simple reason that while Alexander's book is now beginning to influence the planning and design of healthy communities, transformation is painstakingly slow in the world of school design. Despite the fact that the educational establishment itself has embraced a number of innovative approaches over the years, architects often hear educators speak with a vocabulary reminiscent of their own childhood experiences in school buildings designed for a different time. Why do schools look the way they do? Why is there a chasm of School Design, does not between widely acknowledged best practice principles ed. The book draws upon our Figure 5.16: and A visually the actual transparent design of a majority entrance of at school Cristo facilities? lanners and the best practice Rey Why has the connection between learning research and er 20 countries, represented High School allows administrators to more easily monitor educational structures been so difficult to repair? These school designs that we who have has access to the school are the questions that we have been grappling with over om. the past decade as school planners. 13 2h: Bathrooms To what extent does the design of the bathroom meet needed standards of safety, privacy and cleanliness? This set of criteria evaluates the effectiveness of the bathrooms’ location and design, to support student safety, dignity and cleanliness. 2i: Student Dining How effectively does the physical environment of the school provide for student nourishment, and support positive dining etiquette and social skills? Growing students need access to healthy, nourishing food. The size, location and arrangement of dining facilities often drives the school schedule, rather than the needs of students. This set of criteria evaluates the effectiveness of the learning environment in providing for student nutrition and the quality of the environment created for dining, developing social skills and etiquette. 2j: Safe Learning Spaces How effectively does the school facility provide for the safety and security of students and teachers, and community? The school building must provide a physically safe place for students to learn, as well as the security to explore, intellectually and emotionally grow, and thrive. This set of criteria evaluates the effectiveness of the school facility in support student and teacher safety, and security.
Figure 5.17: Excellent access to daylight and exterior views in the auditorium of Prospect Learning Center in Washington, DC Figure 5.18: Covered decks connect indoors and outdoors at Shorecrest Preparatory School in St. Petersburg, FL PATTERNS ALIGNED WITH DCPS PHASE THREE MODERNIZATION 3a: Daylighting To what extent does natural daylight penetrate learning areas? Appropriate daylighting strategies can improve student performance as much as 20 percent. In addition, daylighting indoor learning environments is a sustainable design strategy, as it reduces electrical lighting and cooling loads. This criteria measures both the quantity and quality of daylight in the learning environment. 3b: Full Spectrum Lighting What is the quality of artificial lighting? Poor indoor lighting conditions often contribute to many symptoms of “sick building syndrome,” such as tension headaches and fatigue, and reduces the legibility of learning material. Good indoor lighting creates a healthier, more pleasant learning environment. 3c: Exterior Vistas To what extent do interior spaces have views and vistas? Views to the outside, particularly onto natural scenery, improve students’ emotional and intellectual well-being. 3d: Indoor-Outdoor Connection What is the quality of the indoor-outdoor connections? Strong indoor-outdoor connections allow for seamless movement from indoor learning activities to outdoor learning and engagement with the natural world. These connections reduce lost learning time in moving students, and increases opportunities for students to access the outdoors safely. 75
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2013 PUBLIC EDUCATION MASTER FACILI
Page 3:
TABLE OF CONTENTS CHAPTER FIVE: FAC
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2 HIGH QUALITY EDUCATION FOR ALL CH
Page 9 and 10:
ASSESSMENT OF NEED ASSESSMENT OF NE
Page 11 and 12:
Cluster Number 2 Cluster Name DCPS
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LONG-TERM STRATEGIES Some of the re
Page 16 and 17:
12 BACKGROUND As part of the reform
Page 18 and 19:
KEY MAP DCPS & CHARTER SCHOOL DCPS
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16 LEARNING FROM RESEARCH AND BEST
Page 22 and 23:
18 slightly different approach, all
Page 24:
20 PROJECT COMMUNICATION AND OUTREA
Page 27 and 28: GUIDING PRINCIPLES “What matters
Page 29 and 30: RELATIONSHIP TO PREVIOUS STUDIES 20
Page 31 and 32: KEY MAP DCPS & CHARTER SCHOOL DCPS
Page 33 and 34: FACILITY CONDITION The information
Page 35 and 36: CHAPTER 3 Enrollment, Capacity and
Page 37 and 38: CAPACITY BY CLUSTER CAPACITY BY CLU
Page 39 and 40: GSF GSF per per Enrolled Student v.
Page 41 and 42: Comparison of Enrollment between DC
Page 43 and 44: ENROLLMENT BY CLUSTER ENROLLMENT BY
Page 45 and 46: GSF Utilization FINDINGS ENROLLMENT
Page 47 and 48: OPPORTUNITIES Meetings with the wor
Page 51 and 52: CHAPTER 4 Population and Enrollment
Page 53 and 54: POPULATION CHANGE BY CLUSTER DEMOGR
Page 55 and 56: FORECAST RANGES Figures 4.6 - 4.7 s
Page 57 and 58: POPULATION FORECAST POPULATION FORE
Page 59 and 60: Population Forecast by DC Office of
Page 62 and 63: 58 PREDICTED ENROLLMENT ENROLLMENT
Page 64 and 65: 60 POPULATION FORECAST PROJECTED UN
Page 66 and 67: 62 SNAPSHOT OF NEIGHBORHOOD CLUSTER
Page 68 and 69: 64 FACILITY QUALITY AND CONDITION S
Page 70 and 71: 66 In general, this index is a rela
Page 72 and 73: 68 and democratically decide who ge
Page 74 and 75: 70 Figure 5.7: Cave spaces for quie
Page 76 and 77: Welcoming Entry. m left). elcoming
Page 80 and 81: 76 Figure 5.19: Students dig in the
Page 82: 78 FINDINGS These findings refer to
Page 85 and 86: FACILITY QUALITY QUALITY FACILITY Q
Page 87 and 88: EQUITY EQUITY 1998-2018 DCPS AVERAG
Page 89 and 90: TRAVEL DISTANCE TRAVEL DISTANCE AVE
Page 91 and 92: EFEI Score 50% 45% 40% 35% 30% 25%
Page 93 and 94: Persistent Areas of Need Figure 5.3
Page 95 and 96: Capital Improvement Plan Constructi
Page 97 and 98: CHAPTER 6 Prioritization Framework
Page 100 and 101: 96 CURRENT FIT NEED ASSESSMENT How
Page 102 and 103: 98 ASSESSMENT OF NEED ASSESSMENT OF
Page 104 and 105: 100 2017 PROJECTED FIT AND ITS RELA
Page 106 and 107: 102 1998-2012 DCPS MODERNIZATION EQ
Page 108 and 109: 104 ASSESSMENT OF NEED ASSESSMENT O
Page 110 and 111: 106 2017 PROJECTED NO. OF SCHOOL- A
Page 112 and 113: 108 FACILITY CONDITION AND QUALITY
Page 114 and 115: 110 Facility Needs Measures and Wei
Page 117 and 118: CHAPTER 7 Recommendations
Page 119 and 120: ASSESSMENT OF NEED ASSESSMENT OF NE
Page 121 and 122: STRATEGIES TO ADDRESS NEEDS Short-T
Page 123 and 124: ST6: CREATE THE SPACE AND ENVIRONME
Page 125 and 126: Since no Phase 2 modernizations hav
Page 127 and 128: ACKNOWLEDGEMENTS
Page 129 and 130:
Working Group Alternates Rosalyn Hu
Page 131 and 132:
APPENDIX A: SCHOOL LISTING
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2008 DCPS Facility 2012‐2013 DCPS
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2008 DCPS Facility 2012‐2013 DCPS
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DISTRICT COLUMBIA

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